Southeastern Louisiana
University
SPED Graduate Evaluation
Report of Teaching
Candidate’s Name
__________________ W#
___________________
Mentor Teacher
__________________ Date
___________________
School Name
____________________ Grade Level
____________________
Setting (circle one)
Inclusive _____ Resource____ Self-Contained____ Other_____
Content _____________________________________________________
Directions:
Please evaluate the candidate in each of the areas below.
The scale is:
Not addressed – This skill was
not observed during this lesson.
Unacceptable – This skill was
addressed by the candidate and his/her performance did not reach the level
expected of a graduate student.
Meets Expectations – This skill
was addressed by the candidate and his/her performance
was
demonstrative of what is expected of a graduate student.
Exceeds Expectations – This skill
was addressed by the candidate and his/her performance exceeded what is
expected of a graduate student.
|
Planning:
The teacher plans
effectively for instruction. |
|
|
Not addressed |
Unacceptable |
Meets
|
Exceeds
|
|
1. Specifies learner outcomes
in clear, concise objectives. |
|
|
|
|
|
2. Includes
activity/activities that develop(s) objectives. |
|
|
|
|
|
3. Identifies and plans for
individual differences. |
|
|
|
|
|
4. Identifies materials, other
than standard materials, as needed for lesson. |
|
|
|
|
|
5. States method(s) of
evaluation to measure learner outcomes. |
|
|
|
|
|
6. Develops short term and
long term instructional plans based on state standards and
benchmarks. |
|
|
|
|
|
7. Plans for the use of
technology. |
|
|
|
|
|
8. Plans instruction on the
use of alternative and augmentative communication systems. |
|
|
|
|
|
9. Applies knowledge about
characteristics of exceptionalities and multiple influences on
development and learning to his/her work with children with
exceptional learning needs. |
|
|
|
|
|
10. Plans using modeling,
guided practice, and independent practice to assure
maintenance and generalization of skills. |
|
|
|
|
Comments:
|
Management: The teacher maintains an
environment conducive to learning, maximizes the amount of
time available for instruction, and manages learner behavior
to provide productive learning opportunities. |
|
|
Not Addressed |
Unacceptable |
Meets
|
Exceeds
|
|
1. Organizes available space,
materials, and/or equipment to facilitate learning. |
|
|
|
|
|
2. Promotes a positive
learning climate. |
|
|
|
|
|
3. Manages routines and
transitions to maximize instructional time. |
|
|
|
|
|
4. Manages and/or adjusts time
for activities. |
|
|
|
|
|
5. Establishes expectations
for learner behavior. |
|
|
|
|
|
6. Uses monitoring techniques
to facilitate learning. |
|
|
|
|
|
7. Effectively plans,
implements, and evaluates behavior management strategies for
children with exceptional learning needs. |
|
|
|
|
Comments:
|
Instruction: The teacher delivers
instruction effectively, presents appropriate content, and
provides opportunities for student involvement in the learning
process. |
|
|
Not Addressed |
Unacceptable |
Meets
|
Exceeds
|
|
1. Initiates lesson
effectively. |
|
|
|
|
|
2. Uses modeling and guided
practice to assure acquisition and fluency through maintenance
and generalization of skills. |
|
|
|
|
|
2. Uses technique(s) that
develop(s) lesson objective(s). |
|
|
|
|
|
3. Uses a variety of teaching
materials to achieve lesson objective(s) |
|
|
|
|
|
4. Sequences lesson to promote
learning. |
|
|
|
|
|
5. Adjust lesson when
appropriate. |
|
|
|
|
|
6. Presents content at a
developmentally appropriate level. |
|
|
|
|
|
7. Presents accurate subject
matter. |
|
|
|
|
|
8. Relates examples,
unexpected situations, or current events to the content. |
|
|
|
|
|
9. Accommodates individual
differences. |
|
|
|
|
|
10. Demonstrates ability to
communicate effectively with students. |
|
|
|
|
|
11. Exhibits enthusiasm toward
the subject content. |
|
|
|
|
|
12. Stimulates and encourages
higher order thinking at the appropriate developmental level. |
|
|
|
|
|
13. Uses effective questioning
techniques. |
|
|
|
|
|
14. Utilizes appropriate
motivational techniques. |
|
|
|
|
|
15. Encourages student
participation. |
|
|
|
|
|
16. Utilizes an effective
lesson closure. |
|
|
|
|
|
17. Uses wait time. |
|
|
|
|
|
18. Teaches methods and
strategies for producing legible documents. |
|
|
|
|
|
19. Teaches individuals with
disabilities to monitor for errors in oral and written
language. |
|
|
|
|
|
20. Teaches strategies for
spelling accuracy and generalization. |
|
|
|
|
|
21. Implements systematic
instruction to teach accuracy, fluency, and comprehension in
content area reading and written language. |
|
|
|
|
|
22. Teaches strategies for
organizing and composing written products. |
|
|
|
|
|
23. Identifies and teaches
essential concepts, vocabulary, and content across the general
curriculum. |
|
|
|
|
|
24. Uses instructional methods
to strengthen and compensate for deficits in perception,
comprehension, memory, and retrieval. |
|
|
|
|
|
25. Identifies and teaches
basic structures and relationships within and across
curricula. |
|
|
|
|
|
26. Uses appropriate
adaptations and technology for all individuals with
disabilities. |
|
|
|
|
|
27. Uses research-supported
methods for academic and non-academic instruction of
individuals with disabilities. |
|
|
|
|
|
28. Understands central
concepts, inquiry tools, and structures of content areas or
academic disciplines dealing with children with exceptional
learning needs. |
|
|
|
|
Comments:
|
Assessment: The teacher assesses
student progress. |
|
|
Not Addressed |
Unacceptable |
Meets
|
Exceeds
|
|
1. Develops well constructed
assessment instruments/procedures/performances. |
|
|
|
|
|
2. Uses appropriate and
effective assessment technique(s). |
|
|
|
|
|
3. Utilizes a variety of
formal and informal assessment techniques to monitor student
learning. |
|
|
|
|
|
4. Consistently monitors
ongoing performance of students. |
|
|
|
|
|
5. Produces evidence of
student academic growth under his/her instruction. |
|
|
|
|
|
6. Interprets and utilizes
standardized/non-standardized test results. |
|
|
|
|
|
7. Uses responses and errors
to guide instructional decisions and provide feedback to
learners. |
|
|
|
|
|
8. Uses observation,
documentation, and other developmentally appropriate
assessment tools/approaches in an appropriate and responsible
manner. |
|
|
|
|
Comments:
|
Professional Issues: The teacher works
with families, colleagues, community members and others in the
profession to improve his/her profession. |
|
|
N/A |
Unacceptable |
Meets
|
Exceeds
|
|
1. Applies knowledge of family
and community characteristics to his/her work with children
with exceptional learning needs. |
|
|
|
|
|
2. Supports and empowers
families/communities through respectful, reciprocal
relationships as well as by involving families/communities in
the development, learning, and assessment of children with
exceptional learning needs. |
|
|
|
|
|
3. Involves himself/herself
with the special education field while upholding ethical
standards and other professional guidelines. |
|
|
|
|
|
4. Engages in informed
advocacy for children with exceptional learning needs, their
families and the profession. |
|
|
|
|
Comments:
|
